体外射精法大学英语六级分类模拟题374

2021年1月21日发(作者：school)

大学英语六级分类模拟题
374


Reading Comprehension



Researchers have suggested that one's emotional intelligence (EQ) is a
greater indicator of success and satisfaction than his intellectual
intelligence (IQ) contrary to an assumption that people with high IQs are
bound
to
accomplish
a
lot
in
life.
Psychologists
Jack
Hayer
and
Peter
Salovey
introduced
the
concept
of
emotional
intelligence,
or
EI,
in
the
early
1990s.
According
to
them,
emotional
intelligence
is
a
person's
ability
to
understand
his own emotion and those of others, and to act appropriately using these
emotions. On a personal level, EQ includes having motivation and pursuing
a goal successfully.
It
is
generally
accepted
that
the
foundation
for
emotional
intelligence
is built in early childhood and emotional intelligence can be taught and
developed. Therefore, no matter what one's innate ability is, he can learn
the
skills
such
as
making
friends,
being
a
good
parent
and
getting
along
with
coworkers.
There
is
no
big
difference
between
men
and
women
on
total
EQ,
but
usually
men
tend
to
be
better
at
stress
tolerance
and
women
tend
to
be
better
at empathy and interpersonal relationship.
Intellectual intelligence offers virtually no preparation for the
problems one can face in the middle of his life. Even though people already
know
that
a
high
IQ
is
no
guarantee
of
success,
they
get
used
to
paying
more
attention to intellectual intelligence not emotional intelligence. Having
a
high
IQ,
that
is
having
a
good
memory,
does
not
necessarily
mean
the
person
is capable of dealing with emotions. There are people who lack the social
skills
associated
with
high
emotional
intelligence,
even
though
they
are
very
intelligent.
IQ
is
just
the
indicator
of
school
achievement
and
educational
success.
Low emotional intelligence, however, can affect intellectual
capabilities. For example, depression exerts influence on one's memory and
concentration. Psychological tests have proven that feelings of rejection
can dramatically reduce IQ, resulting in aggressiveness and being out of
self-control. Having a high IQ alone does not mean that a person will reach
his potential.
Moderate to substantial genetic influence on IQ has also been found
through many studies and it is widely recognized that not all individuals
are endowed with the same intelligence, but it should not be ignored that
genes interact with the environment. Social factors will surely add to
intelligence.
One's
success
is
often
decided
by
three
factors
—
experience
and
training,
IQ,
and
EQ
—
among
which
IQ
is
the
least
important
factor
and
EQ
plays
a major role. Especially leadership success is found to be attributable to
emotional
intelligence.
Fortunately
while
IQ
is
fixed
and
static,
EQ
can
be
developed and improved throughout life by training, heightening, and
expanding emotional sensitivity and self-awareness.
1
、
What is the definition of EQ in general according to the passage?
A.
EQ
is
a
person's
competence
to
be
aware
of
his
or
other's
emotion
and
to act in accordance with it.
B. A person with high EQ is highly motivated to achieve success.
C. EQ is an indicator of interaction and lifestyle.
D. EQ is how people interact with others and nature.
2
、
Which
one
of
the
following
is
NOT
TRUE
about
EQ
according
to
the
passage?
A.
Emotional
intelligence
can
be
learned
and
developed
throughout
life.
B. Emotional intelligence is a relatively recent idea compared to the
other.
C. There is a major difference between male and female on total EQ.
D. Emotional intelligence influences others dramatically.
3
、
Which
one
of
the
following
in
NOT
TRUE
about
IQ
according
to
the
passage?
A. IQ is paid much less attention by people.
B. Intellectual intelligence is proven to have more to do with genes.
C. Intellectual intelligence is not subject to change throughout life.
D. IQ is the least important factor in one's success.
4
、
Why the author mentioned depression in paragraph 4?
A. To demonstrate the importance of emotional intelligence.
B. To introduce a newly developed disease.
C. It is to be served as an example to support the idea that low EQ can
affect IQ.
D. It is a transitional sentence.
5
、
How
to
rank
three
factors
(experience
and
training,
IQ,
EQ)
in
the
order
of importance from high to low?
A. IQ, EQ, experience and training.
B. EQ, IQ, experience and training.
C. IQ, experience and training, EQ.
D. EQ, experience and training, IQ.
The Western is a uniquely genre which has found expression in the medious
of
literature,
radio,
television
and
the
movies.
Westerns
derive
their
name
from the fact that they are set West of the Mississippi before these areas
were
developed
and
settled.
Many
Westerns
thus
take
place
in
frontier
outposts
in the latter half of the Nineteenth Century.
Westerns,
while
not
as
popular
as
they
once
were,
continue
to
be
produced
because their setting remains compelling and allows for the expression of
some basic human conflicts. Popular icons of the Western include the gun,
the horse, the
saloon
and
the
open
prairie. The Western portrayed
a violent
and
isolated
society
which
placed
a
premium
on
freedom
and
independence.
Often
Westerns
showed
conflict
between
white
settlers
and
Native
Americans.
Another
common conflict was between the focus of law and order, often represented
by the town sheriff, and criminal elements such as cattle rustlers, bank
robbers and guns for hire.
Westerns
were
particularly
popular
from
the
turn
of
the
20th
Century
up
until
the
mid
1960s.
In
the
early
part
of
the
century
Western
stories
usually
appeared
in
inexpensive

magazines.
In
the
1920s
radio
dramas such
as
the Lone Ranger came into vogue. Westerns reached their greatest audience,
however
with
the
large
number
of
movies
made
from
the
mid
1930s
to
mid
1960s.
Western movie
stars
such
as
John Wayne,
Gary Cooper
and more recently Clint
Eastwood
have
remained
extremely
popular
with
the
American
public.
With
the
advent
of television in the 1950s, a new avenue opened up for the Western
and programs
such
as
Gunsmoke
and Bonanza
exposed a whole new generation
to
the mythology of the American West.
Westerns
are
often
thought
to
be
crude
and
unsophisticated
as
they
paint
a romanticized and unrealistic portrait of the American West of the time.
While this may be true of many Westerns, some critics have noted that the
best
Westerns
often
show
an
ever
present
tension
in
American
sociey:
between
the
need
for
society
on
the
one
hand
and
the
desire
of
individuals
to
express
their personal impulses on the other hand. Because this is fundamental to
US culture, the Western genre will likely to be with us for years to come.
6
、
What is the reason for naming a genre as The Western?
A. It is a specific genre in the forms of the mass media.
B. The background is set in the west of Mississippi.
C. A majority of audiences are interested in this name.
D. The rapid development of urbanization in America.
7
、
Besides conflicts between white settlers and native Americans, what is
the other conflict portrayed in Westerns?
A. Conflicts between laws and regulation.
B. Struggle between life in cities and towns.
C. Conflicts between nature and human beings.
D. Struggle between freedom and limitation.
8
、
The word
A. invention B. suppression
C. appearance D. evolution
9
、
What is the main idea of Paragraph 4?
A. Westerns are considered to be fierce and unsophisticated.
B. Westerns have been and will be produced continuously.
C. Despite different opinions on Westerns, they are a part of American
culture.
D. Westerns are an unrealistic portrait of the American West.
10
、
Which one of the following is a suitable title for this passage?
A. Careers of famous Western movie stars
B. How the American West was settled
C. Comparison between Westerns and other genres
D. A historical and cultural explanation for Western
It is generally acknowledged that young people from poorer socioeconomic
backgrounds tend to do less well in our education system. That is observed
not just in New Zealand, but also in Australia, Britain and America. In an
attempt
to
overcome
that
educational
underachievement,
a
nationwide
program
called

was
launched
in
the
United
States
in
1965.
A
lot
of
money
was poured into
it.
It
took
children
into
preschool institutions at the age
of three and was supposed to help the children of poorer families succeed
in school.
Despite substantial funding, results have been disappointing. It is
thought that there are two explanations for this. First, the program began
too
late.
Many
children
who
entered
it
at
the
age
of
three
were
already
behind
their
peers
in
language
and
measurable
intelligence.
Second,
the
parents
were
not involved. At the end of each day,
same disadvantaged home environment.
As a result of the growing research evidence of the importance of the
first three years of a child's life and the disappointing results from

a
pilot
program
was
launched
in
Missouri
in
the
US
that
focused
on parents as the child's first teachers. The
predicated on research showing that working with the family, rather than
bypassing
the
parents,
is
the
most
effective
way
of
helping
children
get
off
to the best possible start in life. The four years pilot study included 380
families
who
were
about
to
have
their
first
child
and
who
represented
a
cross
section of socioeconomic status, age and family configurations (
结构
). They
included
single
parent
and
two
parent
families,
families
in
which
both
parents
worked, and families with either the mother or father at home.
The
program
involved
trained
parent
educators
visiting
the
parents'
home
and
working
with
the
parent,
or
parents,
and
the
child.
Information
on
child
development,
and
guidance
on
things
to
look
for
and
expect
as
the
child
grows
were
provided,
plus
guidance
in
fostering
the
child's
intellectual,
language,
social and motor skill development. Periodic checkups of the child's
educational
and
sensory
development
(hearing
and
vision)
were
made
to
detect
possible handicaps that interfere with growth and development. Medical
problems were referred to professionals.
At
the
age
of
three,
the
children
who
had
been
involved
in
the

program were evaluated alongside a cross section of children selected from
the
same
range
of
socioeconomic
backgrounds
and
family
situations,
and
also
a random sample of children that age. The results were
phenomenal
. By the
age of three, the children in the program were significantly more advanced
in
language
development
than
their
peers,
had
made
greater
strides
in
problem
solving and other intellectual skills, and were further along in social
development.
In
fact,
the
average
child
on
the
program
was
performing
at
the
level of the top 15 to 20 percent of their peers in such things as auditory
comprehension, verbal ability and language ability.
11
、
Who has more opportunity to be admitted to involve in
programme?
A. A child at the age of three from a wealthy family.
B. A child at the age of three from a poorer family.
C. An adult from poorer family.
D. A teenager at the age of thirteen from a rich family.
12
、
What
is
the
major
difference
between

programme
and

programme?
A. The way they approach children.
B. The standard they set.
C. The funding they receive.
D. The way they regard the role of parents.
13
、
Which
one
of
the
following
is
not
included
in
either
of
two
programmes?
A. Children are administered to poor and wealthy families.
B. Sufficient funding is provided.
C. The assistance is continued with follow-up in elementary schools.
D. Educators made visits to parents' home.
14
、
What is the purpose of the establishment of these two programmes?
A. It is designed to improve pre-schoolers' educational development.
B. It aims to enhance early childhood education institutions.
C. Its goal is to lay a solid foundation for adulthood.
D. The purpose is to expand children's vision.
15
、
The
word

(Line
4,
Para.5)
is
closest
in
meaning
to
______.
A. disappointing B. unsettled
C. remarkable D. doubtful
A sense of self develops in young children by degrees. The process can
usefully be thought of in terms of the gradual emergence of two somewhat
separate
features:
the
self
as
a
subject,
and
the
self
as
an
object.
William
James introduced the distinction in 1892, and contemporaries of his, such
as Charles Cooley, added to the developing debate. Ever since then
psychologists have continued building on the theory.
According
to
James,
a
child's
first
step
on
the
road
to
self-understanding
can be seen as the recognition that he or she exists. This is an aspect of
the
self
that
he
labelled

and
he
gave
it
various
elements.
These included an awareness of one's own agency (i.e. one's power to act),
and
an
awareness
of
one's
distinctiveness
from
other
people.
These
features
gradually
emerge
as
infants
explore
their
world
and
interact
with
caregivers.
Cooley16 suggested that a sense of the self-as-subject was primarily
concerned with being able to exercise power. He proposed that the earliest
examples
of
this
are
an
infant's
attempts
to
control
physical objects,
such
as
toys
or
his
own
limbs.
This
is
followed
by
attempts
to
affect
the
behaviour
of other people. For example, infants learn that when they cry or smile,
someone responds to them.
Once
children
have
acquired
a
certain
level
of
self-awareness,
they
begin
to
place
themselves
in
whole
series
of
categories, which
together
play
such
an
important
part
in
defining
them
uniquely
as

This
second
step
in the development of a full sense of self is what .James called the

which is most influenced by social elements, since it is made up of social
roles
(such
as
student,
brother,
colleague)
and
characteristics
which
derive
their meaning from comparison or interaction with other people (such as
trustworthiness, shyness, sporting ability).
Cooley and other researchers suggested a close connection between a
person's
own
understanding
of
their
identity
and
other
people's
understanding
of
it.
Cooley
believed
that
people
build
up
their
sense
of
identity
from
the
reactions of others to them, and from the view they believe others have of
them. He called the self-as- object the
come to see themselves as they are reflected in others. Mead17 went even
further,
and
saw
the
self
and
the
social
world
as
inextricably
bound
together:

experience
...
it
is
impossible
to
conceive
of
a
self
arising
outside
of
social
experience.
Finally, perhaps the most graphic expressions of self- awareness in
general
can
be
seen
in
the
displays
of
rage

which
are
most
common
from
18
months
to
3
years
of
age.
In
a
longitudinal
study
of
groups
of
three
or
four
children,
Bronson 18 found that the intensity of the frustration and anger in their
disagreements increased sharply between the ages of 1 and 2 years. Often,
the
children's
disagreements
involved
a
struggle
over
a
toy
that
none
of
them
had played with before or after the tug-of-war: the children seemed to be
disputing
ownership
rather
than
wanting
to
play with it.
Although it
may be
less marked in other societies, the link between the sense of

16
、
Which
one
of
the
following
is
NOT
TRUE
about
the
development
of
children's
sense of identity?
A.
The
two
processes
—

as
a
subject
and

as
an
object
develop
at the same time.
B. The process of children's sense of identity develops gradually.
C. The theory of a sense of self development is still under debate.
D. William James distinguished
object
17
、
Why do infants try to gain the possession of physical objects?
A. Physical objects, such as toys are attractive to infants.
B. The control of physical objects is a signal for the powerful
manipulation, reflecting infants' sense of self as a subject.
C. Infants have no awareness of any physical objects.
D.
It
is
a
signal
that
infants
are
aware
of
the
sense
of
self
as
an
object.
18
、
What elements are included in self as an object?
A. Environment and parents' education.
B. School education.
C. Social roles and characters influenced by environment.
D. Others judgment and status.
19
、
Which one of the following rhetorics is applied in paragraph 4?
A. Metaphor. B. Personification.
C. Contrast. D. Exaggeration.
20
、
The word
A. disappointment B. wrath
C. dismay D. silence
Educating Psyche by Bernie Neville is a book which looks at radical new
approaches to learning, describing the effects of emotion, imagination and
the
unconscious
on
learning.
One
of
the
theory
discussed
in
the
book
is
that